Harper College
Faculty Education Abroad
Handbook
Fall 2015
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Table of Contents
Welcome ........................................................................................................................... 4
Office of International Education Staff
Education Abroad Learning Environment: Value Added .................................................... 6
Academic development and intellectual growth
Personal growth
Professional development
Skills for engaging with culturally different others
On-campus internationalization of Harper College
PROGRAM DEVELOPMENT CONSIDERATIONS ........................................................... 8
Planning Calendar and Deadlines
First Steps in Program Development
Initial Program Design
Program Development
Curricular Connections
Design for Learning
Language – If Applicable
Students
Site Commitment Deadlines
Health and Safety Issues
Costs
Housing
PROGRAM PROPOSAL APPROVAL PROCESS ............................................................. 14
The Proposal
Department and Division Support
Deadlines for Submission of Proposal
Overview of Proposal Process for Faculty-led Education Abroad
Program Sample Program Development Schedule
PROPOSAL FORMAT ....................................................................................................... 16
Risk Assessment and Logistics
Student Recruitment Plan
Detailed Itinerary
Budget Development Considerations
Student Budget: Tuition, Fees, Estimated Additional Expenses
Student Payment Procedures
Budget Template
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Table of Contents
(continued)
IMPLEMENTING YOUR PROGRAM................................................................................. 20
Marketing Your Program
Recruiting and Selecting Students
Faculty Role in Recruitment and Selection of Students
The Role of Office of International Education
Most Popular Recruitment Methods
Application Protocol for Students
Student Pre-Departure Meetings
Completion of the Program Delivery
Authorization for Continued/Repeated Programs
BEYOND TEACHING: FACULTY ROLES AND RESPONSIBILITIES............................... 25
Communication Protocol
Emergency Planning
Emergency Response
Health and Safety Abroad
International Health Insurance
MANAGING STUDENT BEHAVIORS ABROAD ............................................................... 30
Proactive Prevention
When a Situation Occurs
Having Difficult Conversations
Documentation
Reporting
Dealing with the Impacts
IN CONCLUSION .............................................................................................................. 35
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Fall semester, 2015
Dear Faculty,
Welcome to the Harper College Faculty-Led Education Abroad Handbook!
Education Abroad programs offer students the opportunity to see the world through an
educational experience that enhances student knowledge far beyond what they would
learn by studying in classrooms here at Harper. Faculty committed to developing and
leading Education Abroad programs have a unique opportunity to build a program and
see it come to fruition in an expanded classroom enhanced by the people and culture of
another country. A crucial part of your role is to assist the students in drawing the
substantive connections among different aspects of the academic term. This personal
involvement in constantly helping the students synthesize what they have learned, and
are learning, is critical to the program.
This manual has been developed to assist Harper faculty interested in designing and
managing Education Abroad experiences for students. As you might imagine, building a
successful Education Abroad program is no simple task! It involves developing not only
the academic structure of the program, but also requires attention to such concerns as
legal issues, travel and physical logistics, risk management, financial considerations,
Harper College policies and procedures, as well as specific considerations related to the
country in which the program will be offered. This manual is designed as a guide to
acquaint you with the application process and support services available to you as you
work through the various issues you will need to address to ensure a successful
experience for everyone participating in the program.
Planning for an Education Abroad experience begins 14-18 months before taking students
overseas. These pages will give you an overview of the process at Harper College so that
you can articulate your vision within your department’s goals as well as the college-wide
discussion on international education. This manual also contains a discussion of the forms
and procedures you will need to complete in order to move your project forward.
Through collaboration with faculty, our goal is to run high quality programs that meet the
academic and personal needs of the student and the curricular needs of Harper College.
Whether you are starting a new program or have been running your program for years, we
strive to give you the support that you need to have your program run successfully. We
support programs through the processing of applications, helping you develop your
budget, and the advising and counseling of students.
Please meet with me at your earliest convenience so we can begin the exciting journey of
creating a unique Education Abroad experience.
Best wishes for a successful planning process,
Dr. Richard F. Johnson, Director
Office of International Education
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Office of International Education Staff
Mr. Brian Knetl, Associate Provost
847-925-6303
bknetl@harpercollege.edu
Dr. Richard F. Johnson, Director, Office of International Education
8 47-925-6429
rjohnson@harpercollege.edu
Kimberly Cozzi, Education Abroad Program Assistant, Interdisciplinary
Programs 847-925-6367
kcozzi@harpercollege.edu
Digital contacts
General Information about campus events and programs:
Email: internationaled@harpercollege.edu
Information about Education Abroad
Programs: Email:
studyabroad@harpercollege.edu
Website: http://dept.harpercollege.edu/international
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Education Abroad Learning Environment: Value Added
As evidenced in recent research on learning abroad1, students learn differently when
taught the same subject matter on campus as compared to a Education Abroad
environment.
Academic development and intellectual growth
Education Abroad can…
• provide a new perspective on possible majors through exposure to coursework
based in different cultural frames of reference and/or taught by local instructors
• expose students to academic content not available on our campus
• contextualize learning by linking it to local realities (including community
engagement and service learning) and related global dimensions
• provide guided reflection on different ways of knowing and thinking
• provide structured opportunities for comparative analysis, critical and creative
thinking, and problem-solving
• enhance students’ country-, region-, and culture-specific learning through predeparture, on-site, and post-program interventions focused on geography, history,
politics, literature, etc.
• motivate students to begin or continue learning a foreign language by exposing
them to structured situations, inside and outside of the classroom, which will
significantly facilitate the development of language skills in the context of culture
• engage students in research projects with local students and faculty
• provide opportunities for students to give presentations about their Education
Abroad projects/experiences on our campus
• stimulate students’ sense of curiosity through engagement with the local culture
Personal growth
Students can develop personally by…
• forming meaningful relationships and friendships with local people through home
stays, local clubs, volunteer opportunities, etc.
• reevaluating their values, vocation, and personal ethics, facilitated by reflective
journaling assignments and structured reflection sessions
• expanding their comfort zone in a context of balanced challenge and support so as
to enhance their ability to (inter)act in unfamiliar situations
• experiencing a sense of self-efficacy by mastering and reflecting on difficult
situations
• reflecting on issues of personal identity and interdependence in a global context
• developing a sense of social responsibility through engagement with local
communities
1
Sutton, R. & Rubin, D. (2004) “The GLOSSARI Project: Initial Findings from a System-Wide Research Initiative on
Education Abroad Learning Outcomes.” Frontiers: The Interdisciplinary Journal of Education Abroad 10: 65-82; and
Sutton, R. S., & Rubin, D. L. (2010). “Documenting the academic impact of Education Abroad: Final report of the
GLOSSARI project.” Paper presented at the annual meeting of NAFSA: International Education Association. Kansas
City.
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Professional development
Education Abroad programs can . . .
• provide opportunities to students for meeting professionals in their chosen field of
study so they may learn how to relate professionally with culturally different
individuals (in labs, businesses, professional organizations)
• integrate internships, service learning, community engagement and other
opportunities for experiencing local work life
• offer pre-departure and post-program frameworks designed to help students make
connections between learning on Education Abroad experiences and their
potential career paths
• provide opportunities on site and post-program for students to reflect on skills
learned and knowledge gained
• provide structures for exploring future professional direction
Skills for engaging with culturally different individuals
Education Abroad programs can facilitate intercultural learning by . . .
• enhancing students’ self-awareness and understanding of their own culture by
providing opportunities to compare and contrast host country customs, values, and
traditions with their own
• allowing time for structured and unstructured encounters with local people and
customs in a variety of contexts
• providing opportunities for exposure to, interaction with, and reflection on the
everyday aspects of the host culture
• encouraging students to experience the world through the eyes of the other culture
by exposing them to the literature and arts of the local culture
• preparing students for the intercultural experience through pre-departure
orientations, readings, and other media
• helping students realize and articulate their intercultural learning and identity
development through post-program reflection
• requiring attendance at regularly scheduled on-site reflection sessions during which
critical encounters with the host culture may be analyzed
• helping students make connections between the host country’s culture, society,
history, politics, and arts
On-campus internationalization of Harper College
Our students’ international learning experiences add value to the on-campus experience
by . . .
• infusing the classroom with the various cultural perspectives to better prepare
students for Education Abroad and be more receptive to global or
comparative perspectives of returned Education Abroad students
• building on faculty’s regional expertise and connections to identify suitable locations
and partner institutions, linking Education Abroad to faculty development, and
expanding existing institutional links and networks
• including student research on Education Abroad programs
• linking faculty and student expertise gained through Education Abroad with
strategic initiatives at the college, thus making Education Abroad programming
sustainable
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Program Development Considerations
Planning Calendar and Deadlines for Faculty-Led Education Abroad Programs
Program Development and Early Recruitment: 14-18 months prior to travel
• Meet with Director of International Education for initial planning
• Consult with department chair/program coordinator and division dean, then
compose proposal
• Meet with Director to submit proposal
• Once program is approved, finalize program details and contracts, as needed
• Develop enrollment plan with Director
• Develop marketing materials to promote the program
• Obtain all materials in this manual and any others needed
• Make sure the site and student accommodations are safe, of sound quality, and
meet the needs of Harper students
Advertising and Recruiting: 9-12 months prior to travel
• Distribute program flyers and advertise your program
• Participate in Education Abroad Open Houses (fall and spring)
• Have your first recruitment meeting
• Meet with the Director to discuss final plans, including budgets, deadlines, etc.
• Arrange deposit payment tab for program with Director and Business Office
7-9 months prior to travel
• Continue to recruit
• Have a second recruitment meeting, if necessary
• Meet with Director to finalize budgets and deadlines to run or cancel the
program.
• Investigate group airline tickets, if not working with vendor
5-7 months prior to travel
• Participate in a mandatory training workshop for faculty leading programs overseas
• Have third recruitment meeting, if necessary
• Be in contact with the on-site director, if using overseas partner
• Be in contact with the Director of International Education
• Review applications
• Finalize numbers for group airline tickets, if not working with vendor
Late Enrollment and Preparation: 1-3 months prior to travel
• Continue marketing and accepting students until the program is full
• Schedule orientation meeting(s)
• Confirm group size with Director and division dean (and on-site director, if
working with overseas partner).
• Students’ final payments should be due at least 45 days prior to departure
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Prepare for Departure: 1 month prior to travel
• Put together orientation packets.
• Conduct final orientation meeting
• Have scheduled pre-departure lectures, as needed. It is important to hold at least
one meeting of all participants, so that you can get to know the students and they
can begin to get to know each other.
Day of Departure
• Arrive at the airport early and be prepared to greet students and parents as they
arrive
• Coordinate “buddy” system among student travelers
Within two weeks of returning to campus
• Schedule a meeting in which to debrief the students (and pick up any final class
work) after the program has run. Include Director and staff at this meeting.
Within one month of returning to campus
• Submit Final Faculty Report to Director.
Role of Re-entry
Taking students abroad as a defined Harper College group presents a lot of opportunities
for faculty to engage with students around a particular course topic or theme, on site, and
in a teaching as well as mentoring role. Since one of the goals is to try to move students
to make stronger connections between the course content and the experience of being onsite, faculty are key to building that bridge.
The entire group, including faculty, will have a shared experience for much of their time
abroad. Helping students process their experience after they return to campus and bring it
into their Harper College experience is a key to a successful program. The Office of
International Education (hereafter OIE) can help coordinate events and activities so
students can also share their experience with their peers who may be interested in going
abroad.
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First Steps in Program Development
The first step in the planning process of an Education Abroad program is getting the “great
idea” for an Education Abroad experience. During the initial development stage, you
should try to provide detailed answers to each of the questions in this section. Don’t worry
about the details you haven’t worked out yet; just write what you know at this point. This
step is meant to help you connect with resources to support your efforts. These questions
are designed to guide you through the feasibility stage of program development and
execution and to encourage you to contemplate issues that might not be apparent during
the initial steps. Although some of the questions might not seem to be applicable to the
specific programs you have in mind, an explanation of either the relevance or the
irrelevance of each item is helpful in planning the entire project.
We ask that you complete this section as points of discussion before writing your proposal
and meeting with the Director. These are the sorts of questions that department
chairs/program coordinators and divisional Deans will have during the initial approval
stage. Answers to these questions will serve as a guide to the development of a highquality program.
Initial Program Design
• Does Harper College, the academic department, or the faculty have an agreement
or link with an educational institution at the site of the program? Please explain the
nature of the relationship. If not, what is the possible relationship, and how will it be
cultivated?
• What, if any, first-hand experience do you have in the region/country and, if
applicable, host country language?
• Do you want this program made available to Illinois Consortium of Office of
International Education (ICOIE) colleges? Doing so allows students from other
Illinois community colleges to participate in your program and can increase
enrollment numbers.
Program Development
• What is the educational purpose of the program?
• What are the objectives of the program?
• How will program objectives be assessed?
• How will the program be monitored and evaluated?
• What are the admission requirements, other than a minimum G.P.A. of 2.75? Are
there any prerequisites?
• Is this a program that can be offered every year? Why or why not?
Curricular Connections
• Which academic courses will be taught in the program? We encourage faculty to
consider making the program a discipline-specific course (e.g., Art 105).
• What are the proposed student learning outcomes and how will they be met?
• How many hours of academic credit will be granted for participants?
• Are syllabi and reading lists available for the identified course(s)?
• How will syllabi, course materials, and assignments be disseminated? All courses
must have an accompanying Blackboard shell which will serve as a repository for all
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relevant student and parent information. The Director of International Education
must be enrolled in the Blackboard shell as an “Instructor.” It is strongly
suggested that students provide access to the Blackboard shell to their parents
during their Education Abroad experience. Contact the Director if you need
assistance with setting up this shell.
What methods of instruction will be used?
How will the program’s learning outcomes be assessed?
How will grades/assessment results be communicated to students on a regular
basis?
If more than one faculty will be involved, what will be the responsibilities of each?
All programs that are NOT offered through the services of a third-party vendor (e.g.,
EF College Tours) requires at least two faculty (a lead instructor who will serve as a
mentor to a second faculty person). Student enrollment must be sufficient to cover
the costs of second faculty person.
Will there be field trips tied into any of the courses? Have these been identified and
costs included in the program?
How will student performance be measured?
Will students need to purchase and bring all books and materials before leaving?
Where and how will these be purchased?
Design for Learning
• What can students learn at the program site that they could not learn at Harper
College?
• How will the academic content relate to the chosen country/location?
• To what extent will students experience an intercultural immersion?
• Will the overall concept of the program provide learning resources that students will
be able to take full advantage of in the local environment?
• Will the experiential learning occur in a context that fosters academic excellence?
• Do you intend to integrate community engagement, internships, and/or field
research for credit?
• How will this Education Abroad program enhance the students’ course of study?
• What follow-up activities will be conducted after the students return?
Language – If Applicable
• What is the language spoken at the program site?
• Will the program be taught in English or in combination with a foreign language?
• If second language ability is required, will on-site training be provided?
• Is there a sufficient base of students within this institution who possess the proper
language ability or interest to make the program feasible? If not, is this perhaps a
program you may want to make available to ICOIE institutions?
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Students
• Have you identified the student population(s) that this program is intended to reach?
Explain why the target population is appropriate.
• Are the targeted students adequately prepared to participate in such a program? If
not, what would it take to prepare our students to do so?
• What is the minimum (for Harper the minimum is approximately 15 students) and
maximum number of students required?
• If there are an excessive number of applicants, what criteria will be used to
determine who can participate?
• What plans do you have for re-entry activities?
Site Commitment Deadlines
• When will the program begin and end?
• When will the site and/or vendors require a definite “go”?
• When will the site and/or vendors require a down payment?
• By what date will the home stays or apartment/hotels need definite numbers?
• How is the proposed length of the program conducive to achieving the stated
learning outcomes of the program?
• What other deadlines are required by the site, vendors, Harper College, marketing,
travel arrangements, etc.?
Health and Safety Issues
• What are potential health or safety concerns at the selected site? Consider:
o Health conditions present in host site
o Political influences that could escalate to violence
o Factors of the landscape
o Cultural or other differences that may cause conflict
• How far away is the housing from the class site? Is it safe for students to walk
alone? What other safety precautions must be considered?
• Will students have access to medical facilities? Are the facilities nearby?
• What provisions will be made for student safety?
• What kinds of resources (both training and personnel) are needed for you to feel
risks to safety are adequately mitigated?
Programs in Countries with Travel Warnings
Office of International Education generally will not operate or endorse programs in
countries with U.S. Department of State Travel Warnings. In some rare cases, Office
of International Education will consider programs proposed or occurring in countries
with a Travel Warning. If such program were approved, it would be subject to the
Office of International Education’s Travel Warning Waiver Application Process.
Applications are available from the Director of International Education. Faculty
program leaders should inquire with the Director of International Education as to
whether or not a proposed program may be eligible for a waiver.
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Costs
• What are the expected costs for
o housing
o local transportation, airfare
o insurance
o Harper tuition and fees
o field trips
o books and materials
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food
spending money
other student activities
library use
security deposits
internet access
Is the estimated cost reasonable to market and sell the program?
Will the site provide housing for faculty at no cost?
Is a deposit needed? By when?
Are there adequate provisions for fluctuations in exchange rates (i.e., will program
costs be paid to the site in dollars, and will there be a cut-off date as to when there
will be no additional changes)?
How does the program impact students’ financial aid?
Housing
• Will students live with host families or in dorms or apartments?
• Have you visited the site and the housing facilities?
o If so, do you have any concerns?
o If not, why not?
• What can you say about the size, location, and cleanliness regarding student
housing?
• What provisions are made for laundry?
• What is the proximity of the housing arrangements to the institution where classes
will be held?
• Is transportation provided?
• Is there a cost for this transportation?
• Will students be required to have roommates? All programs must provide a single
bed for each participant with rooms of no more than 3 occupants.
• What kinds of extracurricular activities are available?
• Are any meals included in the program?
• Will students be able to prepare meals or must they eat out?
• What will be the approximate cost of meals?
• Will students be expected to purchase an international plan for their own cell
phones? Typically, OIE provides each faculty person with a cell phone or
reimburses the faculty leader for costs incurred due to the operation of the program.
Students are encouraged to purchase additional coverage through their own
providers to cover international service.
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PROGRAM PROPOSAL APPROVAL PROCESS
The Proposal
Successful proposals are those which have complete and detailed remarks in all relevant
areas of the application. No proposal will be considered for approval by Office of
International Education unless there is an accompanying syllabus.
Department and Division Support
All proposals require two signatures: one from the appropriate department chair or
program coordinator, and one from the appropriate division dean. These signatures
confirm that the proposed program has been approved by the faculty member’s academic
unit, and that the proposal is considered a valuable academic program which will enhance
the department and division’s course offerings.
Deadlines for Submission of Proposal
Ideally, the planning process should begin 14 to 18 months in advance of the program’s
projected start date. The completed program proposal for a spring, summer, or fall offering
is due to the Director of International Education no later than March 1st of the year
before the program is expected to be offered. For programs that will be offered during the
winter intersession (January), the completed program proposal is due to the Director no
later than December 1st of the year before the program is expected to be offered.
After the Director reviews and approves the proposal, s/he will present programs to the
proposal to the Associate Provost for final approval. The Director and Associate Provost
may require a meeting with the faculty submitting the proposal prior to determining if it is
approved. Only after the Associate Provost has approved the program can outreach
and recruitment for programs begin. Ideally, a marketing and recruitment plan can be
created during the summer session, and recruitment can begin in earnest in August and
September.
Overview of Proposal Process for Faculty-led Education Abroad Program
1. Faculty schedule a meeting with the Director of International Education to
discuss proposal. This meeting should be scheduled at least 12-18 months
prior to the anticipated course departure date.
2. Read the Faculty Education Abroad Handbook available on the OIE website.
3. Prior to completing the Faculty Education Abroad Proposal, faculty must consult
with dean about their proposal. The Dean may have insights useful to the
preparing the Proposal. (This step is separate from step 6 below.)
4. Complete the Faculty Education Abroad Proposal.
5. Meet with appropriate Department Chair or Program Coordinator for course
approval and signature.
6. Meet with appropriate Division Dean for course approval and signature.
7. Meet with Director of International Education and appropriate Dean for submission
of all application materials. The final program proposal for a spring, summer, or
fall offering is due to the Director of International Education no later than March 1st
of the year before the program is expected to be offered. For programs that will be
offered during the winter intersession (January),
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the final program proposal is due to the Director no later than December 1st of the
year before the program is expected to be offered.
8. In conjunction with appropriate Dean, Director will review proposal and may
recommend changes. Once proposal is approved by Director, it will be submitted
to the Associate Provost for final approval. On occasion, an additional meeting
between the Director, faculty, and Associate Provost may be necessary for final
approval.
9. Only after the Associate Provost has approved the program can outreach and
recruitment for programs begin. Ideally, a marketing and recruitment plan can be
created during the summer session, and recruitment can begin in earnest in August
and September. Note: New programs cannot be advertised or marketed to students
before final approval by Office of International Education and the Associate
Provost.
10. Director will work with deans to get approved courses on semester schedule.
11. Prior to departure, faculty must complete and submit Faculty Leader Information
Packet. It is advisable that this form is prepared and submitted at the pre-departure
meeting at which students turn in their Education Abroad Participation Agreement
forms.
Sample Program Development Schedule
For a program to be offered in Summer 2017:
• faculty would begin conversations with Director and their department in fall and
spring 2016;
• a signed and approved proposal would be submitted to Director by March 1,
2016;
• a marketing plan and materials would be completed by August 2016;
• the application process would be completed by December 2016;
• the program would be delivered Summer 2017.
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Proposal Format
The following section offers an overview of what Office of International Education expects
to be included in a complete proposal. You may download and print out this proposal
template from the Office of International Education website
(http://dept.harpercollege.edu/international/facultyops.html) and include the signature page
as the cover sheet of your completed Proposal for Faculty-Led Education Abroad Program.
Incomplete Proposals will not be accepted.
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Name of faculty leader(s)
Department/Program/Division
Contact information
o Email
o Work telephone
o Cell phone
Program Title
Program Term / Dates
Program Site(s)
Vendor information
o Provide detailed information on each vendor you will be using (e.g., drivers,
accommodations, home-stay providers, excursions). This information should
include names, company affiliations, payment requirements (i.e., bank
transfer and/or account numbers) and estimated timeline of payments, and
promotional information (e.g., website, brochures).
Program Overview and Objectives
o Provide a brief description of the program and its educational goals (i.e., how
the location, course, and planned activities fulfill the designated course
outcomes).
Program Audience
o Is enrollment limited to Harper College students? Or would you be willing to
accept students through the Illinois Consortium of International Studies
Programs (ICOIE)? Doing so allows students from other Illinois community
colleges to participate in your program and can increase enrollment
numbers.
o What types of students will be interested in this program? Who will be the
primary market audience for this program?
Program / Course Description
o All credit through the Harper College Education Abroad programs becomes
part of the student’s grade point average.
o All courses must have an accompanying Blackboard shell which will serve as
a repository for all relevant student and parent information. The Director of
International Education must be enrolled in the Blackboard shell as an
“Instructor.” It is strongly suggested that students provide access to the
Blackboard shell to their parents during their Education Abroad experience.
o Program Proposal needs to be accompanied by a detailed syllabus, including
learning outcomes, student expectations, evaluation plan for student
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performance, required/recommended readings, and schedule of
assignments.
The following information will help in student advising and counseling:
• Will instruction be provided solely by the Harper College faculty, or will faculty or
lecturers from host institutions provide instruction as well?
• If any courses are offered in a language other than English, what are the
prerequisites for a student to enroll and how will student preparedness be
assessed?
• What is the total number of credits per course?
• Are there pre-requisites for any course?
For the following points, the Director of International Education can help with proposal
preparation in guiding the faculty member through non-curricular issues. We do not have
resources to make site visits, research hotels, bus companies, or undertake other logistics
abroad. Strong partnerships with international organizations (EF College Tours,
Worldstrides, CIEE) with whom you will work abroad can be the basis for proposals.
Risk Assessment and Logistics
• For programs sponsored by another US institution, or where a student directly
enrolls in an institution abroad, provide a contact with the partner institution who will
be the main liaison with Office of International Education and can communicate in
English for follow-up on student services/safety and risk management areas.
• For faculty-led programs, provide a brief description of program environment,
including information about the partner institution abroad, and logistical
arrangements which address issues of health, welfare and security of students,
including any issues about both health and safety which might compromise the
program delivery and/or put students at risk; the plan for in-country safety and risk
management; the recommendation for regular and emergency medical care;
provide a contact with the partner institution abroad who can communicate in
English with International Studies and Program staff.
If not working through a third-party program provider who will customize the program, it is
advisable that either the faculty member or an Office of International Education staff
member has visited / will visit the proposed program site.
Student Recruitment Plan
List the key elements of outreach and how they will be implemented (e.g. posting on the
Office of International Education/department websites, classroom presentations, printed
material, electronic announcements, etc.).
• Are there specific timelines for outreach, application deadlines, etc?
• If the program is cancelled for lack of sufficient enrollment, what is the alternative
plan for students to meet their academic goals?
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Detailed Itinerary
• Provide as detailed a schedule as possible at this point of development, including
orientations, coursework, suggested field trips, etc. This is particularly important to
help students make decisions based on logistics and timing. It is also a central part
of the application advising process.
Prior to departure, the following information will need to be filed with Office of International
Education:
• Completed student applications with medical history, copy of passport, and
emergency contact information.
• Faculty forms, including medical report, copy of passport, and emergency contact
information.
• Itinerary with full addresses and contact information for each accommodation, and
all travel information during the program (including name of company/organization
and contact information).
Budget Development Considerations
The following guidelines should be utilized when planning a Education Abroad budget:
• Program costs must include faculty travel and accommodation. These are part of
the total program cost and are therefore borne by the participating students.
• Total cost depends on a variety of variables including the length of time students
are abroad.
• Many summer programs span at least two weeks, but there are a variety of oncampus / off-campus combinations which can be explored.
The following is a partial list of some of the items that are included in faculty-led program
budgets:
• Housing for all students
• Tuition or fees charged by Harper College, universities, and/or other service
providers abroad
• Meals for students/faculty/staff may be included
• In-country transportation (bus, train, etc.) for all faculty, staff, and students
• Museum or site entrance fees for all faculty, staff, and students
• Tickets for all planned excursions for all faculty, staff, and students
• Special expenses for planned activities or group meals not included above for all
faculty, staff, and students
• Any program-specific supplies or materials that will be necessary for the course
Student Budget: Tuition, Fees, Estimated Additional Expenses
Education Abroad students pay the direct costs of the program fee as invoiced by the
Business Office for Office of International Education and/or its customized program
partner. A Education Abroad Budget Worksheet is provided as part of the proposal
(http://dept.harpercollege.edu/international/facultyops.html).
18
Student Payment Procedures
Every student applicant receives from their counselor a budget which is specific to their
program. It includes not only the program cost, but also estimates for other items the
student must pay for (e.g. round trip airfare, passport/visa fees, health insurance, personal
expenses, etc.)
All Education Abroad students who meet Summer FAFSA requirements are eligible for
Financial Aid. Scholarships and grants also available and students are told of these at
their meeting with a counselor. These are also posted on the Office of International
Education website. Financial Aid and scholarship funding is deposited into the student’s
account.
Any student who has not paid in full by the end of the month the program has started will
have a “hold” placed on their account at Harper College. They also run the risk of being
removed from the program without any compensation.
Budget Template
The following template is provided as a worksheet. Your budget should be as detailed as
possible and incorporate all faculty expenses, including travel, within the individual student
cost. You may download this worksheet from the Office of International Education
website http://dept.harpercollege.edu/international/facultyops.html
Estimated number of participants
Student costs
Transportation
Accommodation
Round trip airfare to destination
Airport transfers
Local transportation at Education Abroad site
Cost of faculty transportation included (per student)
Cost per night X number of nights and total cost
charged per student
Faculty cost distributed among number of students
Faculty costs
Round trip airfare to destination (if not included in student costs)
Accommodation
(if not included in student costs)
Airport transfers
Other (please specify)
Other expenses
Entrance fees to museums, art galleries, and field trips
Other contractual services
Harper tuition and fees
Educational materials, including textbooks
Other (please specify)
Approximate total cost to student:
$
19
Implementing Your Program
Marketing Your Program
In order to create a successful marketing campaign for a program, you should consider
various aspects of this continuous process. The campaign should aim at achieving the
following three goals:
1. providing substantive informational material about the program to students and
parents,
2. having a wide but targeted audience and multiple distribution channels, and
3. increasing the visibility of the program across campus, perhaps tied to an
awareness and interest in international education.
Once all the program details (i.e., time, location, and content information) are available and
finalized, there are several concrete steps you can take to begin marketing your program:
1. Create a flyer or brochure for your program. This document will serve as the
principal means of advertising the program. Office of International Education
can assist with the production and distribution of flyers.
2. Maximize the online and campus media used by campus entities.
a. For online media, post the flyer on the Office of International Education
(and World Languages, if program is tied to a language) webpage, Office
of International Education and Harper Facebook pages, Twitter accounts
and other social media.
b. For on-campus exposure, post the flyer on bulletin boards, sign up for a table
at Hullaballoo, participate in all Education Abroad Open Houses and
information sessions; go on classroom visits to targeted students/classes,
and use word- of-mouth to promote the program. If this is a recurring
program, make sure to include alumni in the marketing process as Office of
International Education is already using Education Abroad Ambassadors and
they are invaluable spokespersons in your marketing campaign.
Please keep in mind that your marketing does not end once the students are recruited, but
is an ongoing process which will continue well into the program duration and after its end
date. Given this fact, the following have been the most effective tools in past recruitment:
take photographs, video and written testimonials during and after the trip, build a strong
relationship with the participating students as these individuals will serve as your best tool
in marketing a future program. Since all of these efforts contribute to Office of International
Education’ overall internationalization project at Harper, Office of International Education
can facilitate implementing any and all of these efforts.
20
Recruiting and Selecting Students
There are a multitude of reasons why effective recruitment is of the utmost importance for
a successful faculty-led program. Enrolling too few students is likely to make the program
prohibitively expensive, while too large a group can be difficult to manage. As you begin to
design your program, consider carefully the optimal number of students for your program.
(Typically, Harper faculty-led programs require an enrollment of 15 to be viable.) Take into
consideration the goal cost, the number of faculty attending, the structure of the course,
and the type of housing you intend to utilize. The program budget as described above will
give faculty the minimum number of students required to deliver the program and meet
costs.
Faculty Role in Recruitment and Selection of Students
After your program has been approved in writing by the Associate Provost, you have
primary responsibility for recruiting and selecting students by:
• Providing information to target audiences through email, in-person communications,
and other appropriate means
• Ensuring that each applicant completes the online Education Abroad
Student Application process
• Ensuring that all faculty in your department and other relevant departments are
aware of the program and able to talk about it with students. If possible, provide
handouts to colleagues that can be distributed in their classes
• Giving brief presentations in classes within your department and other relevant
departments to provide students with basic program information
• Replying to student inquiries within a reasonable amount of time and making
yourself available to answer questions about the program
• Assisting OIE with appropriate wording for flyers, website, posters, etc.
• Reviewing completed applications and selecting students for the program based on
the pre-designated criteria
The Role of Office of International Education
Office of International Education will provide additional support for recruiting students,
such as:
• Designing and printing posters, flyers, brochures, and/or handouts
• Hold Education Abroad Open Houses (1 in the spring and 2 in the fall semesters)
• Assisting with information sessions, and/or classroom presentations as requested
• Creating a program webpage containing important details about the program
• Listing program on the Harper College Education Abroad Facebook fan page
• Replying to student and faculty inquiries within a reasonable amount of time
• Having regular advising availability to meet with interested students in person
• Offering courses on the appropriate semester academic schedule, in coordination
with division deans or program coordinators
• Communicating pertinent health and safety risk information
• Providing the Student Education Abroad Application
• Providing counselors to meet with students as part of the application process
21
Most Popular Recruitment Methods
• Classroom presentations by faculty member and/or OIE staff in all relevant classes
• Presentations to relevant student and community organizations by faculty member
and/or OIE staff
• DOIElaying flyers and posters in high-traffic areas on campus and in the community
• Email messages to student lists
• Program webpage on Office of International Education website
• Education Abroad Open Houses and information sessions to provide
information in- person to larger groups of interested students
Student Pre-Departure Meeting(s)
It is strongly recommended that faculty schedule at least one pre-departure meeting with
all students participating in the program. Topics that should be covered at this meeting
include but are not limited to the following subjects:
• Precautions that one should take to prevent theft and physical harm.
• Behavioral expectations from the College
• Up-to-date information on program schedules and itineraries, passports, and visas.
• Crisis intervention techniques.
• An awareness of the key issues in cross-cultural communication that will allow
students to develop coping strategies in the new culture.
• Information including maps of the area, local transportation, hospitals, the American
Embassy or consulate, etc.
• Information about foreign currency, transferring money abroad, credit cards, cash
station cards, and money exchange.
• Detailed information on the “do’s” and “don’t’s” of living at the program site or with
families. Information on the risks associated with Education Abroad (by
contacting the
U.S. State Department, the National Association of Foreign Education Abroad or
NAFSA, etc.)
• What to bring, what not to bring, how to pack, etc.
The pre-departure meeting serves several purposes:
• To communicate expectations to students so they understand what behavioral and
academic requirements they must meet
• To share the course syllabus, what books/materials to purchase, what readings
need to be reviewed prior to departure, etc.
• For you to meet the students and for them to meet you and each other to begin
building relationships prior to departure
• To share program-specific information, such as:
o Itineraries and deadlines
o Program-specific policies and behavioral expectations, including alcohol and
drug policies
o Travel and housing information
o Medical and health information
o Completion of any required forms
o Refund policy
22
The program pre-departure session should be held at least six weeks prior to the
departure date. It can be scheduled at any time after your group of students has been
confirmed.
Completion of the Program Delivery
After each program occurrence, the program faculty must submit a written report on the
program to the Director of International Education. A template for the Faculty Leader
Final Report is available through the Office of International Education website
(http://dept.harpercollege.edu/international/facultyops.html). This should be completed
within the first month of the term following the program. Program evaluations will be
distributed to students at a final debriefing meeting upon return and shared with the
faculty.
Authorization for Continued/Repeated Programs
All programs are reviewed and their success evaluated upon completion based on a
variety of factors, including student surveys and faculty final reports. All programs must be
approved through the application process by the Director in order to repeat.
Office of International Education reserves the right to discontinue a program if it feels that
any issues from a just-completed program cannot be resolved satisfactorily. In such a
case, the Director of International Education will meet with the faculty leader and write a
report to the original approval signatories of the proposal.
23
Beyond Teaching: Faculty Roles and Responsibilities
It is a great task to take a group of students abroad, and one that carries many roles and
responsibilities. As a Education Abroad faculty leader, you hold the role of teacher, guide,
confidant, cultural informant, disciplinarian, community builder, and general over-seer, to
name only a few. Many of these responsibilities and roles are discussed below.
The faculty leader has overall responsibility for the Education Abroad program from the
group’s departure from the U.S. until its return. It is expected that the leader(s) will travel
at all times with the group, including on all field trips and excursions. Weather and other
factors can result in delayed flights, missed connections, and may require someone to act
on behalf of the group. Some students may not have traveled abroad before and
occasionally a participant has never traveled by airplane previously. For these reasons it
is helpful, if not absolutely essential, that the leader(s) assume responsibility for their
group from the beginning of the experience to the end.
Once at the destination abroad, it is important that members of the group understand some
basic ground rules (e.g., punctuality, full participation in required group activities, respect
for each other and all others associated with the program) that have been established to
foster the best experience possible for all. Depending on the type of program (travel
schedule, type of travel, number of participants to keep track of), it may be useful to
establish a buddy system and count heads before all departures. During orientation, it is
important to set clear, firm expectations and to remind students that they have chosen to
participate in an academic course in another culture. Things are not supposed to be as
they are at home and therefore will require special precautions, adjustments, and
responsibilities. These need not be onerous, and students should not be made to feel
overly intimidated by these challenges and ground rules, but they should be made aware
of the special nature and requirements of this kind of learning in the places you are visiting.
Faculty are asked to keep the Director of International Education apprised of the program.
Faculty should inform the Director of a safe arrival as soon as possible. In addition,
faculty should check in with the Director on a regular basis, even if only to say everything
is going well. On a typical program, faculty leaders inform the Director of the group’s
status by SMS (text) message at three points during the program: upon arrival in the host
country, approximately halfway through the program, and upon return arrival in the U.S.
Faculty are also charged with promoting the healthy and lawful behavior of the group.
Standards for this type of behavior will be outlined prior and throughout the program. The
use of drugs or other risky or illegal behavior endangers not only individuals but also the
group as a whole, and students should be cautioned that putting the program at risk will
result in their immediate termination from the program, after which they will be advised to
leave the country immediately. As an official representative of the College, the faculty
leader has the authority to dismiss any student, in consultation with the Director, should a
participant use illicit drugs, violate Harper College rules and regulations, the laws of the
host country, jeopardize his/her safety and/or that of others, or the security of the
24
program. These provisions are included in the Education Abroad Participation
Agreement, which all students sign when registering for Education Abroad programs.
The following are a few additional guide points and reminders to help contextualize your
expanded role and responsibilities while abroad with Harper College students.
•
You are the Harper authority overseeing this experience. Therefore, you should set
certain personal standards of behavior, including:
o Getting enough sleep and eating properly.
o Avoiding intoxication, especially in front of your students. Remember that a
crisis can happen at any time so you will need to be prepared to manage a
situation in a given moment.
o Maintaining your role as an authority figure. Even though you may share
space and time with students differently than you do for normal courses, you
are still the individual who will be evaluating their academic progress in the
course.
•
Although you will be working with and supported by program partners while incountry, the Office of International Education staff is also part of your support
system while you are abroad. Do not hesitate to contact us if you need help,
encouragement, or simply want to share one of those “light bulb” moments students
so often have while abroad.
•
Generally, by your default Harper College status you may be seen by the students,
and perhaps others, as being the group leader. Be clear, at the beginning, about
your responsibilities in this regard and make sure that students understand what the
rights and responsibilities of the program partner are.
•
Faculty should review the College’s Guide to Gender and Sexual Misconduct. As
faculty and students will find themselves spending a lot of time together outside of
class, it is important to set and respect boundaries, and to avoid actual or perceived
incidents of harassment or other such misconduct. As an employee and
representative of Harper College, you are required to report to the College any
instances of sexual misconduct.
•
Avoid giving students deadlines for coursework a week or more after the last day of
the program. Beyond being an unacceptable practice for on-campus classes, this
creates administrative complications. However, if a student has a legitimate reason
for getting an “incomplete,” we will help you coordinate the grade processing.
Communication Protocol
Office of International Education will establish a Communication Protocol with the faculty
leader (and the Office of International Education in-country partner, if such
25
exists) prior to the start of the program. In the event of a reportable incident2, the faculty
leader will contact Office of International Education regarding events including, but not
limited to, major changes to itinerary, hospitalization, major injuries and/or trauma, crime,
civil unrest, major natural disasters, or evacuation from the location if necessary.
• You should confirm by phone (or SMS message) with the Director that all
students have arrived at the program base safely. Telephone and/or email
communication every week or 10 days – if even to say all is well – is required and
allows OIE to respond appropriately when asked how a program is running –
especially if asked by parents or College administration. Confirmation of safe final
return to the U.S. is also required.
Emergency Planning
The faculty leader has overall and onsite responsibility for the safety of the program within
the official program dates. To minimize the overall risks of a Education Abroad program
and ensure due diligence in providing a safe program, an emergency plan should include
the following elements:
•
Local Emergency Plans and Evacuation Locations
The faculty leader will coordinate with the Office of International Education partner
to create and communicate to participants a local emergency plan to include
evacuation procedures and locations in case of emergencies.
•
Traveler Registration
The faculty leader and all students enrolled on the program are required to register
with the Department of State Smart Traveler Enrollment Program. This can be
done on-line at https://travelregistration.state.gov
Emergency Response
Please consult the Faculty-Led Education Abroad Incident Response Handbook for a full
description of emergency responses and protocols.
Prior to Departure
Participants need to have full information regarding the risks of activities related to the
Education Abroad experience in order to make a truly informed decision about
participation. In our written information, in our advising sessions, and in oral
presentations during pre- departure orientations we need to be obvious and direct in our
warnings about risks participants may face so they can make an informed decision
regarding their participation. Because they may have little experience traveling or living in
another country, it is important to inform them of general health and safety precautions
and specific precautions related to the sites visited. Office of International Education staff
are prepared to provide this information, but it is important that the faculty leader is also
informed and prepared to reinforce appropriate cautions and warnings during the duration
of the program.
2
A “reportable” incident is any incident which the faculty leader deems significant enough to warrant reporting. Such
incidents may include, but are not limited to, use of alcohol or drugs, theft, assault of or by a student, injury, illness, or
disruptive behavior. If the faculty leader is in doubt as to whether an incident warrants reporting, it is safer to err on
the side of caution and report the incident.
26
Providing emergency contact information
Office of International Education prepares a card with emergency contact information
abroad (U.S. embassy phone number, “911" equivalent number, etc.) and at Harper
College, including the Harper College Police Department. Two cards are given to each
participant and each faculty leader, one to keep with them during the program and one to
give to a family member or friend at home. In addition, where feasible, faculty leaders are
provided with, or asked to acquire at the program’s expense a cellular phone for use in an
emergency situation. The mobile and home phone numbers of the Director of
International Education will be provided to the faculty leader(s).
U.S. Embassies have an American Citizens Unit within their Consular Affairs Office
charged with assisting U.S. citizens living and traveling in the country. Responding to
injury/missing persons/arrests/stolen or lost passport is a primary concern of the unit.
Within the diplomatic constraints imposed, the Department of State policy is to assist any
U.S. citizen in trouble, and embassies routinely maintain lists of reputable attorneys,
doctors, etc. in the event such services are required.
In an emergency, your first responsibility is the safety and well-being of program
participants. Do whatever is necessary to obtain prompt medical attention, embassy
intervention, and/or police protection.
In a medical emergency, make sure the student is taken to the nearest medical care
facility. Assure the well-being of the remaining students before traveling to the medical
facility to serve as the injured/ill person’s advocate. In the event an affected student is
unable to re-join the group, leave the student only with another authorized program
representative. Never appoint another student to remain alone to supervise, manage, or
monitor the treatment or other emergency response.
For emergencies related to terrorist activity or natural disaster, gather at the prearranged
emergency location(s) and follow the directive of local authorities.
Remember: in some emergency situations, the safest action may be to remain in place.
When you have done all you can to reasonable assure the students’ well-being,
immediately contact the Director of International Education.
The direct dial number of Harper College Police Department is 847-925-6330.
Health and Safety Abroad
While safety can never be guaranteed, it is expected that all parties (program faculty,
students, and Office of International Education) take all reasonable steps to mitigate risks
to health and safety. You should review the following to be informed about potential
health and safety concerns:
• Consular Information Sheets are issued as a matter of course and are available for
every country of the world. They include such information as location of the U.S.
Embassy or Consulate in the subject country, unusual immigration practices, health
conditions, minor political disturbances, unusual currency and entry regulations,
27
•
•
•
crime and security information, and drug penalties. (Visit http://travel.state.gov for
more information.)
Public Announcements are issued as required, and are a means to disseminate
information about terrorist threats and other relatively short-term and/or
transnational conditions positing significant risks to the security of American
travelers. (Visit http://travel.state.gov for more information.)
Travel Warnings are issued when the State Department decides based on all
relevant in-formation, to recommend that Americans avoid travel to a certain
country:
o The US State Department phone contact: 1-888-407-4747
o Alternate number (when calling from overseas): 011-1-202-501-4444
Additional resources include:
o The U.S. Department of State website: http://travel.state.gov/index.html
o The Center for Disease Control: http://www.cdc.gov/
o Registration with the U.S. Embassy or Consulate in your program country
through the State Department Smart Traveler Enrollment Program. This can
be done online at https://travelregistration.state.gov
International Health Insurance
International insurance coverage is mandatory for all Harper College students who go
abroad. Students must provide proof of international coverage for the entire duration of
time planned to be out of the country as part of the Education Abroad Participation
Agreement.
28
Managing Student Behavioral Issues Abroad
Students abroad are subject to the behavioral standards of Harper College, as well as
those imposed by the Office of International Education and the host site. As the faculty
person in charge of supervising the program, you will implement academic or disciplinary
violations on site as described in the Conditions of Participation while in the host country.
All incidents of perceived student misconduct must be reported to Office of International
Education. Incident Reports and a sample Behavior Reminder forms are available on the
Office of International Education website
(http://dept.harpercollege.edu/international/facultyops.html). In addition, you may still utilize
the student conduct referral process and the Harper Early Alert Team (HEAT) referral
process.
Given the nature of the abroad experience and the limited resources available to you, you
are urged to take a strong and consistent approach on student misconduct during the
course of program. If students exhibit behaviors that may cause harm to themselves,
others, or cause disruption to the educational experience, you have a responsibility to
respond and manage the behavior as best you can. If the behavior is egregious and/or
can’t be managed, you should consult with the Director of International Education to
determine behavioral plans and at what point a student should be sent home from the
program. If there is uncertainty about how to handle a particular situation, contact the
Director of International Education for consultations. Remember to document incidents as
soon as reasonably possible after they occur. For tips on documenting incidents, having
difficult conversations, and how to file a student conduct complaint, visit:
http://harpercollege.edu/conduct.
Proactive Prevention
• Refer to behavioral expectations in course syllabus and pre-departure orientations.
• Meet regularly with students and remind them of your expectations.
• Discuss the effects of alcohol on judgment and remind students to intervene with
each other if they see a peer making a risky choice.
• As part of the student application process, students will be required to sign a
Medical History form, which is kept in strictest confidence for the protection of the
student.
• Make sure your students are registered with the U.S. Embassy in the host-country.
They will provide up-to-date travel warnings and public announcements to you via
email.
• Make sure students have emergency contacts for in-country assistance (hospital,
police, etc.), including your cell phone number. You should also collect in-country
contact for each student.
• Set and maintain appropriate boundaries with students.
• Make sure the students understand their own responsibility for their health and
safety. Although no formal curfews are imposed on students abroad, there may be
circumstances where you want to set parameters regarding student safety.
• You will be provided with a copy of the Harper College Student Code of Conduct
and Conditions of Participation documents. Every student who goes on a
Education Abroad program is required to sign off on these acknowledging that they
have read
29
•
and understood the contents. From their first encounter with our counselors, we
remind students that studying abroad does not automatically create a parallel
universe regarding their behavior, whether academic or personal (i.e., they are not
immune to consequences). Students can be dismissed from a program if, in a
recommendation from the Harper College faculty and the program partner, s/he is
not acting appropriately. The recommendation comes to the Director of
International Education who will then consult with the Associate Provost.
Please be familiar with the FERPA policy located in the College Handbook. You
should communicate with employees of the College to seek assistance in
addressing college behavior. You should refrain from gossiping or releasing
information to any non-college employee unless:
o There is an emergency situation where the student’s health is at risk
o You have been directed to release information by the Associate Provost or
designee
When a Situation Occurs
• Follow any procedures in the Emergency Planning and Response section to
manage any immediate safety concerns.
• Consult with the Director of International Education, who will also report all
incidents to the Associate Provost to ensure that medical, legal, and disciplinary
occurrences are handled in accordance with institutional policy and procedures.
• For situations that are not emergencies, but still warrant a response, make sure you
address the behavior or concern in a timely fashion and preferably with the
individual directly in a private setting. This maximizes the opportunity for learning
by letting the student hear directly from you how their behavior may have impacted
others. If you decide not to confront a student about his/her behavior, at least one
of these outcomes will likely follow:
• You will continue to be frustrated and the student may not know why, and
therefore is likely to continue the behavior.
• The student may engage in more egregious behaviors if he/she thinks your
boundaries can continue to be pushed. This can lead to safety risks or
extensive disruption.
• Other students may have a bad experience or may feel like they have to
monitor the individual.
• You determine that you wish you would have done something about it earlier,
but then you realize that it is too late.
• The student presumes the behavior is acceptable and other students may
begin doing similar things.
30
In the event a situation develops that may lead to a participant’s dismissal, the
faculty leader should:
• Notify the Director of International Education as soon as you suspect a
behavior may be cause for dismissal.
• Fill out an Incident Report, indicating that your recommendation is for
dismissal and present it to the student, keeping a copy for Office of
International Education. The student is not required to sign the letter to
indicate acceptance of the dismissal action.
• Communicate to the student in writing that s/he is no longer allowed to
participate in any official activities related to the Education Abroad
program.
• In consultation with the Director and the student, arrange for the
student’s return.
Having Difficult Conversations
The following can be helpful as you determine how to discuss behaviors of concern with
students:
1. Build rapport and explain why you want to talk to the student. Remember that
you both have the same goal – for him/her to be successful in the program.
2. Describe (in detail) the behavior that occurred.
3. Describe the effects of the behavior – both on you as the instructor as well as on
others in the program, including the student him/herself.
4. Ask the student why this may have occurred, and then listen to the student's
perspective. Don't interrupt them, and don't get defensive.
5. Inform the student what your expectations are for the future. Ideally, this will just
be reiterating what is already on your syllabus or in the Student Code of
Conduct.
6. Offer ways that you can help the student to be successful in changing the
behavior. This is especially helpful to show the student that you want to help
him/her be successful and stay in the program.
7. Describe what will happen if the student continues with the same behavior.
Examples might include loss of privileges/participation, having to be more
closely monitored, or being sent home.
8. Inform the student how you plan to follow up on the situation. This likely
includes informing the Office of International Education Office of the situation.
9. Consider using a Behavioral Reminder to put in writing to the student what you
expect. This minimizes the chances of miscommunications, or of the student
forgetting what you discussed. A sample Behavior Reminder form can be found
on the Office of International Education website:
http://dept.harpercollege.edu/international/facultyops.html
10. Check in with the student later. Offer helpful encouragement as well as support
to continue good progress.
31
Documentation
Document the situation. This is most easily done using the Incident Report form. When
documenting situations, remember that these forms can be viewed by the student you are
documenting as well as by others. Follow these guidelines from Student Conduct:
• Write about the facts: who, what, where, when, and how.
• Include the impact of the behavior. This can include things such as
o Students left the room.
o You felt scared for your physical safety.
o 3 people reported being unable to concentrate for 30 minutes after the
incident.
• Describe any attempts to intervene, discuss, or mitigate the issue and how the
person responded to that.
• While your privacy will be protected to the extent possible, write as if the person you
are referring might ultimately read the referral.
• Remember you don't want the individual to feel "sold out". Avoid:
o Speculations and stereotypes
o Opinions
o Labels
o Diagnoses
Documentation Checklist
Use the following checklist to ensure you have provided a comprehensive report.
1. About the Person – any known information about the individual
o Harper ID Number
o Course enrollment
o Relationship to campus
2. Behavior/Basis – what has been observed/ the reason for referral
o Actions
o Words used
o Tone of voice
o Body language
o Frequency – how often it occurred?
o Duration – how long it lasted?
3. Context – the setting(s) for the behavior(s)
o When
o Where
o Unique factors of the environment
o Prior interactions with the individual
4. Details – any other relevant information
o Names of any witnesses
o Any other information that may be relevant
5. Effect – the impact(s) of the behavior(s)
o Measures of disruption to teaching or learning
o Descriptions of emotions felt as a result
6. Indicators of disruption to environments
7. Follow Up – any responses/attempts to intervene
o Actions taken to intervene/address the behavior
32
o
o
o
Responses from the individual
Any documentation of the incident (e.g., medical or police reports)
Anyone else who has been notified about the incident
Reporting
As it is impossible to list every situation that might come up, you are expected to use
reasonable judgment in determining appropriate follow up on incidents. Here are some
examples of appropriate reports/referrals:
• Local/Host Police:
o Immediate emergencies affecting health or safety
• Office of International Education staff
o All incidents of inappropriate student behavior as well as any of the other
situations mentioned in this section, including those in the following bullet
points:
• Harper College Student Conduct
o Incidents of academic dishonesty
o Violations of the Student Code of Conduct, including failure to comply with a
college official, significant disruption, sexual misconduct, theft, etc.
• Harper Early Alert Team (HEAT)
o When you are concerned that a student may engage in violence towards a
person at some point
Dealing with the Impacts
Given the nature of the abroad experience, it is likely that one student’s behavior can affect
the experience of all. Here are some tips for managing or mitigating such situations:
• Ensure that students do not feel they need to babysit or monitor others. If a student
becomes intoxicated or cannot care for oneself, other students should be seeking
appropriate help.
• Encourage and facilitate dialogue about how students will interact with each other.
Once a situation occurs, it is best to discuss it and clear the air, and discuss ways to
prevent it from happening again.
• You may need to implement restrictions, room changes, or other such activities to
minimize the chances of continued disruption.
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IN CONCLUSION
The best way to understand another culture is to experience it, to connect with it for a
prolonged period. This exposure also encourages a deeper understanding of our own
cultures as we interact with and learn from others.
In our increasingly interconnected world and global economy, the opportunity to
Education Abroad is a particularly valuable experience.
College students are urged to take advantage of Education Abroad programs to expand
horizons and gain enriching cross-cultural experiences.
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